The group of experts evaluated three study programs at the Faculty of Logistics, University of Maribor. The first was Economic and Technical Logistics, a higher education professional program of the 1st level. The second was Systems Logistics, a 1st level university program that also includes the basics for approaching research work and, in addition to mastering basic concepts in logistics, prepares students to consider improving logistics concepts in the work environment. The third is Systems Logistics, a 2nd level master's program that focuses on the use of scientific approaches in logistics and trains professionals who can take on leadership roles. An international module has also recently been introduced at the master's level program. Students and graduates report high levels of satisfaction with all three study programs, they feel they have been equipped with the adequate qualifications to enter the work environment most would enrol in the same program again. The self-evaluation is carried out in accordance with a form based on the SQAA Criteria, followed by the preparation of the annual action plan. However, the process focuses almost exclusively on the faculty level, and too little on individual study programs and their specifics. The faculty is active in updating and further developing study contents and successfully operates in the international field, but does not systematically document those efforts and does not monitor it in self-evaluation reports. There was a lack of documentation found regarding concrete activities on improving and upgrading study programs over the years. Better recording of the changes implemented would contribute to progress traceability and greater transparency of development processes. We also recommend raising awareness of the importance of self-evaluation among students and staff. This would contribute to a better understanding of the role of self-evaluation and greater motivation of all stakeholders to contribute reflections, thus influencing a general development of quality culture. We also noticed that the Quality Commission has too little influence on the contents and application of the self-evaluation report findings. They need to become active advisers and co-creators of measures for program changes and overgrow the current status of mere observers. There are five research laboratories at the faculty with specific orientations. Scientific research work at the faculty is well established and financially supported, and researchers include the results of their research in their pedagogical work. However, once again there is a lack of clear recording regarding the integration of research results into curricula. Without that, it is not possible to track changes and follow the progress made in the study 38 content. There is also a lack of analysis of the effectiveness in integrating research findings on the student's learning outcomes. The faculty's cooperation with the economy is exemplary, and close involvement with the business environment is an outstanding feature of the faculty. Practical training in the work environment is an important part of the study process. A system of double mentoring has been established - the student coordinates work obligations and desired to learn outcomes together with the mentor (employer) in the company, and is also guided by a mentor at the faculty, who monitors both the content and the organisational aspects of practical training. Practical training also often leads to employment, which indicates good cooperation and appropriate competencies acquired by graduates during their studies. Employability is at a very high level, and companies often turn to the faculty with initiatives to participate in projects, sometimes even with a request to find specific staff. This shows the trust enjoyed by the faculty in the wider environment and represents a distinct advantage. From the point of view of continuous cooperation with graduates and the wider working environment, it would be sensible to consider reviving lifelong learning and training programs for the economy, which could deepen cooperation and contribute to the continuous flow of knowledge and skills. Following trends in the professional environment is also the main basis for updating study content, but the process of obtaining information from the stakeholders is currently quite informal and unstructured. The gathering of information on necessary changes is ongoing and produces appropriate results - study programs are contemporary and in line with the needs of the work environment, but the current way of working does not provide a basis for systematic and traceable updating of study contents. Higher education teachers and associates have been taking up student-centred learning, teaching and assessment techniques, they use digital technologies and are provided with appropriate training in this regard. Theoretical training is supported by laboratory work and practical examples and enriched by the involvement of outside experts. They also take students on excursions and encourage them to participate in projects with companies, especially master's degree students, who also have the opportunity to publish and/or present the results of their work at the conference. The master's program is especially attractive for students who want to acquire knowledge for the development of new solutions in logistics and the advancement of the profession. The need for renovation or the transformation of the program was successfully detected at the faculty. The group of experts recommends the targeting of measures for the modernization of the program, where a single, dominant orientation should be clearly defined, which can be broader, management-oriented, or fully dedicated to teaching specialised content in logistics. The program should be coherent and clearly defined. Support and counselling services at the faculty for students and employees are appropriate, as well as information and support at all levels of study. An exemplary support system for 39 students with special needs has been established, and in February 2019 they also received the Athlete-Friendly Education Certificate, which can be highlighted as an advantage. In general, the workload of students is balanced, and schedules are adjusted to the awareness that a large proportion of students are already employed. There is also an active alumni club and a career centre - given the excellent connection between the faculty and the economy, the two departments could be employed to organize more events and activities to permeate and deepen the relationship between the educational and business environment. Above all, they should grasp the opportunities they have for the systematic collection of opinions and data about graduates, their careers and the competencies they need. International cooperation is present but can be further strengthened. Mobility is provided through the Erasmus network, some higher education teachers are also involved in international research projects, but it would make sense to build a solid foundation for closer and lasting research collaborations with institutions from abroad. In general, the faculty operates successfully, enjoys a good reputation and produces staff who are highly valued in the business environment, and opportunities arise mainly in the field of better recording and processing of data and further reflection in order to close the quality loop